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Measuring and Summarizing the Multiple Dimensions of Teacher Effectiveness

There is an emerging consensus that teachers impact multiple student outcomes, but it remains unclear how to summarize these multiple dimensions of teacher effectiveness into simple metrics that can be used for research or personnel decisions. Here, we discuss the implications of estimating teacher effects in a multidimensional empirical Bayes framework and illustrate how to appropriately use these noisy estimates to assess the dimensionality and predictive power of the true teacher effects. Empirically, our principal components analysis indicates that the multiple dimensions can be efficiently summarized by a small number of measures; for example, one dimension explains over half the variation in the teacher effects on all the dimensions we observe. Summary measures based on the first principal component lead to similar rankings of teachers as summary measures weighting short-term effects by their prediction of long-term outcomes. We conclude by discussing the practical implications of using summary measures of effectiveness and, specifically, how to ensure that the policy implementation is fair when different sets of measures are observed for different teachers.

Keywords
value-added; teacher effectiveness; non-test score measures; teacher evaluation
Education level
Document Object Identifier (DOI)
10.26300/h9qh-0078

EdWorkingPaper suggested citation:

Mulhern, Christin, and Isaac M. Opper. (). Measuring and Summarizing the Multiple Dimensions of Teacher Effectiveness. (EdWorkingPaper: 21-451). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/h9qh-0078

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